Gerda Hagenauer

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On the Impact of Learning Cycle Teaching on Austrian High School Students’ Emotions, Academic Self-Concept, Engagement, and Achievement

F. Riffert, Gerda Hagenauer, J. Kriegseisen, 2020, Research in Science Education.

Joy, anger, and anxiety during the teaching practicum: how are these emotions related to dimensions of pre-service teachers’ self-efficacy?

Gerda Hagenauer, A. Bach, 2022, Zeitschrift für Bildungsforschung.

Mixed Methods

Mathias Mejeh, Gerda Hagenauer, 2021, Handbuch Schulforschung.

Swiss principals’ emotions, basic needs satisfaction and readiness for change during curriculum reform

T. Hascher, Gerda Hagenauer, Doris Ittner, 2019, Journal of Educational Change.

Teacher–student relationship at university: an important yet under-researched field

S. Volet, Gerda Hagenauer, Gerda Hagenauer, 2014, Oxford review of education.

Alienation from school

T. Hascher, Gerda Hagenauer, 2010 .

Austrian students’ experiences of supportive relationships with teachers, peers, and parents and the mediating effect of school belonging in the context of their academic and non-academic outcomes

Gerda Hagenauer, C. Kuhn, Christina Wallner-Paschon, 2021, Zeitschrift für Bildungsforschung.

University Teachers' Perceptions of Appropriate Emotion Display and High-Quality Teacher-Student Relationship: Similarities and Differences across Cultural-Educational Contexts.

S. Volet, M. Gläser-Zikuda, Gerda Hagenauer, 2016 .

Swiss adolescents’ well-being in school

T. Hascher, Gerda Hagenauer, 2020, Swiss Journal of Educational Research.

Promoting students’ self-determined motivation in maths: results of a 1-year classroom intervention

T. Hascher, Gerda Hagenauer, Claudia Brandenberger, 2017, European Journal of Psychology of Education.

‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions

S. Volet, Gerda Hagenauer, 2014 .

University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective

M. Gläser-Zikuda, B. Moschner, Gerda Hagenauer, 2017 .

Openness to theory and its importance for pre-service teachers’ self-efficacy, emotions, and classroom behaviour in the teaching practicum

T. Hascher, Gerda Hagenauer, 2016 .

Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

Simone Volet, S. Volet, T. Hascher, 2015 .

Student teachers’ emotions in anticipation of their first team practicum

T. Hascher, Gerda Hagenauer, Lea de Zordo, 2019, Studies in Higher Education.

Swiss principals’ emotions, basic needs satisfaction and readiness for change during curriculum reform

T. Hascher, Gerda Hagenauer, Doris Ittner, 2019, Journal of Educational Change.

Learning enjoyment in early adolescence

T. Hascher, Gerda Hagenauer, 2010 .

Teachers' self-concepts and emotions: Conceptualization and relations

Anne C. Frenzel, A. Frenzel, Annette Lohbeck, 2018 .

“Because you always learn something new yourself!” An expectancy-value-theory perspective on mentor teachers' initial motivations

A. Gröschner, Gerda Hagenauer, Clara Kuhn, 2022, Teaching and Teacher Education.

Who feels good in school? Exploring profiles of scholastic well-being in secondary-school students and the effect on achievement

M. Gläser-Zikuda, Gerda Hagenauer, Ramona Obermeier, 2021, International Journal of Educational Research Open.

Developing a CVTAE-based conceptual framework for examining emotions in higher education teaching: a systematic literature review

Robert Kordts, Gerda Hagenauer, M. Stephan, 2023, Frontiers in Psychology.

Early Adolescents' Enjoyment Experienced in Learning Situations at School and Its Relation to Student Achievement.

T. Hascher, Tina Hascher, Gerda Hagenauer, 2014 .

Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations

T. Hascher, Gerda Hagenauer, Claudia C. Sutter-Brandenberger, 2018, Contemporary Educational Psychology.

The Potential of Qualitative Content Analysis for Empirical Educational Research

Michaela Gläser-Zikuda, Melanie Stephan, Gerda Hagenauer, 2020 .

Promoting students’ self-determined motivation in maths: results of a 1-year classroom intervention

T. Hascher, Gerda Hagenauer, Claudia Brandenberger, 2018 .

Emotions in social interactions in pre-service teachers’ team practica

T. Hascher, Gerda Hagenauer, Lea de Zordo, 2021, Teachers and Teaching.

‘She never actually let you walk into a trap’: exploring relational turning point events in the mentor–mentee relationship in the practicum

Gerda Hagenauer, Lea de Zordo, J. Waber, 2021, Professional Development in Education.

“I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display

S. Volet, Gerda Hagenauer, 2013, Australian educational researcher.

“I don’t hide my feelings, even though I try to”: insight into teacher educator emotion display

S. Volet, Gerda Hagenauer, 2013, The Australian Educational Researcher.

Student teachers’ perceptions of trust during the team practicum

Gerda Hagenauer, Lea de Zordo, J. Waber, 2020, European Journal of Teacher Education.

Fostering Students’ Situational Interest in Physics: Results from a Classroom-Based Intervention Study

M. Gläser-Zikuda, A. Gröschner, Gerda Hagenauer, 2023, Research in Science Education.

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

Gerda Hagenauer, Melanie M. Keller, Franziska Muehlbacher, 2022, Frontiers in Education.

“It’s where learning and teaching begins ‒ is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective

Gerda Hagenauer, Franziska Muehlbacher, Mishela Ivanova, 2022, Higher Education.

‘At first I was overwhelmed, but then—I have to say—I did almost enjoy it’. Psychological needs satisfaction and vitality of student teachers during the first Covid-19 lockdown

Gerda Hagenauer, Daniel Martinek, Matteo Carmignola, 2021, Social Psychology of Education.

“I feel enthusiastic, when the homework is done well”: teachers’ emotions related to homework and their antecedents

Gerda Hagenauer, Sandra Moroni, Christine Feiss, 2023, Frontiers in Education.

Bedingungsfaktoren der Studienzufriedenheit von Lehramtsstudierenden / Antecedents of study satisfaction of students in teacher education

A. Bernholt, Annette Lohbeck, Gerda Hagenauer, 2018 .

Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria

Angela U. Gastager, Gerda Hagenauer, D. Moser, 2022, International Journal of Educational Research.